Content I. Introduction II. Main part Approaches of Curriculum 4

The Traditional Approach

The Traditional approach has been conceptualized by Tyler (1941) through publishing his seminal book, "Basic Principles of Curriculum and Instruction."Today , this approach is recognized by both educators and the public due to its widespread use in the K-12 public school settings throughout the United States. The traditional approach, however, is not just limited to school settings, and within that approach there have arisen three distinct emphases highly dependent upon the educational environment, circumstances and expected outcomes, by starting with ;

1. 
   Content Emphasis: Basically, it provides a list of knowledge to a student that he must learn. Yet , Knowles (1984:10) mentions that this approach has a "subject-centered" orientation: students gain mastery of subject matter predetermined by a set of "experts." Curriculum is organized around content units and the sequence of what is taught follows the logic of the subject matter .
   
2. 
   Product Emphasis: Grandly , it focuses on what the intended learners are able to accomplish upon completion of studies. Based on systematic planning, this emphasis will assume all learners have common goals and the required resources available to aid in learning.
   
3. 
   Process Emphasis: Seemingly, it acts as an intervention strategy because , it emphasizes on ever-changing communication mediums between people and their environments rather than focusing on specific learning objectives .
   

In a brief, the ‘content’ and ‘product’ orientations are more closed, uniform, predictable and ‘safe’. The ‘process’ orientation results in a more open, varied, unpredictable and ‘risky’ curriculum which may have an impact upon individuals as well as on organizations and institutions (Oliva,1982:88).

2. 
   The Learner-Driven Approach
   

Frequently , Knowles (1984, 12) , is considered the father of adult education, says that adults come to education "with a life-centered, task-centered, or problem-centered orientation to learning. For the most part, adults do not learn for the sake of learning". Learner-driven approach draws upon constructivism, Learners construct their own understanding from what they are exposed to in the classroom and what they have experienced in the rest of their lives" (Cromley, 2000, 10).
Historical, social, and cultural influences play major roles in shaping the way individuals think and learn, it draws upon the work of contextual theorists, who believe that effective learning is situated within the social context of real surroundings and situations (Bransford et al.; 2000: 12).

3.